International and Comparative Perspectives
Academic professionalisation in Master’s programmes in adult and continuing education. Towards an internationally comparative research design
← 90 | 91 → Regina Egetenmeyer, Ingeborg Schüßler
The paper focuses on academic professionalisation in master’s study courses in adult and continuing education based on three perspectives: (1) societal context, (2) postgraduate curricula and their institutional structures, and (3) the subjective developments of students and graduates. To that end, the paper outlines empirical findings on academic professionalisation in adult and continuing education in Germany in the context of the transition from Diplom degrees to bachelor’s and master’s courses. Based on the results from Germany, we argue that internationally comparative research is needed. Finally, we propose a research design for an internationally comparative study, including suggested indicators for research.
Professionalisation can be understood as a process towards the specialisation and academisation of professional knowledge. From the perspective of subjectively experienced competence development, this paper considers an academic qualification to be the basis for the development of professionalism in adult and continuing education. This position raises the question as to how professionalism in adult and continuing education can be developed and what role postgraduate programmes in adult and continuing education play in this process.
The term academic professionalisation puts the focus on the diverse qualification possibilities in the field of tertiary-level adult and continuing education. Especially in countries where higher education tends to be mainly an education phase for young people before they enter the employment market, the Bologna process and the associated national and regional reforms have been transforming higher education. In concert with the European...
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